Find your voice with the help of a CSUF Vocal performance grad! I specialize in a wide range of genres and teaching methods for people of all ages.

The Student and Tutor worked on a comprehensive rhythmic and diction breakdown of the song "Mr. Brightside." They practiced speaking the lyrics to a metronome, identified optimal breathing points, and noted a necessary key signature adjustment for performance. The Student was assigned to practice the song's rhythms at increasing tempos with a metronome in preparation for singing the notes and stylistic work in the next session.

The Tutor introduced the Student to Roman numeral analysis of triads and chord inversions. They then applied these music theory concepts to a detailed analysis of the score for "The Lord's Prayer," discussing dynamics, tempo markings, and time signature changes, and reviewing performance techniques for the piece. They plan to work on singing the piece in the next lesson.

The Student and Tutor engaged in a singing session that included comprehensive vocal warm-ups and a new quick-breath technique. They thoroughly practiced "Falling Slowly," focusing on breath control and falsetto notes, with the Tutor suggesting strategic breath placement. The session concluded with an introductory score analysis of "Mr. Brightside," discussing its structure and vocal demands, with plans to continue working on it in the next session.

The Student and Tutor engaged in a singing lesson, focusing on vocal warm-ups and completing the song "Falling Slowly." They specifically practiced applying dynamics (crescendo, decrescendo, mezzo piano, mezzo forte, pianissimo) and phrasing techniques throughout the song. For homework, the Student was encouraged to practice with a karaoke track and to select a new song for future lessons.

Student and Tutor engaged in a singing lesson focusing on music theory and vocal performance. They analyzed sheet music for key/time signatures, tempo, and chord notation, followed by a series of vocal warm-ups and falsetto exercises. The session concluded with practicing the first half of a new song, emphasizing rhythm, pitch, and vowel pronunciation, with a recommendation for the Student to use a metronome for practice and prepare new song ideas.

Student and Tutor covered fundamental music theory concepts, specifically note duration, before engaging in a series of vocal warm-ups. These included physical and breathing exercises, vocal sirens, scale practice, and exploring vocal registers. The Tutor assigned the Student to practice the warm-ups and record themselves to analyze their vocal sound quality, focusing on jaw openness and resonance.